Recognizing that reflective practice is an important approach for professional and staff development, this paper discusses the use of the teaching portfolio approach to improving reflection and reflective practices among early childhood education staff. The teaching portfolio approach involves collecting evidence of best practices; developing a framework of core competencies and professional values; encouraging a system of collegiality, collaborative and peer learning; and recognizing and rewarding reflective innovative practices. The paper discusses the results of three surveys of tertiary institution staff to determine authentic evidences that would be useful for demonstrating their competence and professionalism as educators. The survey results are then used as a base to discuss materials to be collected in the teaching portfolio to substantiate the early childhood education teacher's experience, competence, development, and professional achievements. Finally, the paper discusses the framework of core objectives and values for a portfolio approach as outlined by the Staff and Educational Development Association of the United Kingdom. Issues in implementing this portfolio approach are also considered. (JPB)